PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas) .
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50min
Teacher will review puzzle on solids with students in class that was assigned for homework. Students will be introduced to particles in a liquid through the reading in the text. Students partiucipate in a "Think-pair-share" activity about what liquids they can think of that are viscous, results will be shared with the class. This is not sufficient. Write a paragraph describing the lesson, including what you will be teaching and how it contributes to students' knowledge of solids. ***this lesson is on liquids???what do you mean?
Opportunities to Learn:
Depth of Knowledge:
Level 1&2 - Students learn about characteristics of liquids. Students are introduced to viscosity and will relate the term by recognizing different liquids in their everyday environment. (sic) Students will classify vicous (sic) liquids.
Prerequisite Knowledge:
Students need to know the definition of viscosityand examples of liquids. How will student know what viscosity is?Students will just have learned the definition from the teacher and have had a diuscussion about it.
Plans for Differentiating Instruction:
"A" group think-pair-share. "B" group whole class discussion. What is the difference. They are sixth graders. Are you already ability grouping them and giving them different opportunities to learn? If so, this is rather sad, don't you think? *Yes its sad, but this is how they do things, nothing I can change right now.
Accommodations and modifications:
Answer key for solid puzzle will be provided for students so they can use it to study for the chapter test. A handout listing common liquids will be provided for students that need assistance in classifying. Auditory technology will be used to assist students will hearing impairments. Really? Does this happen in your classes? **Not really but you basically said to make it up because legally we can't know the students IEPs, I was trying to touch on all possibilities rather than saying that the resource teacher is involved in assisting student time after time. Braile will be used if needed.
Environmental factors:
Cooperative learning and collaboration of peers.
Materials:
Solid puzzle ditto. Smart board/chalk board.
Objectives:
Students will be able to describe how the position and movement of particles in a liquid help to explain the shape and volume of the liquid.
Instruction:
Opening:
Teacher goes over solid puzzle from last class with students and answers any questions students may have about the puzzle or solids in general. What puzzle? There was not puzzle mentioned in the last lesson plan. The puzzle worksheet is in your materials list for today's lesson.How will this opening get students excited about the period? It WAS a puzzle for homework!
Engagement:
Teacher asks "Do liquids have a shape of their own?" What shape do liquids take?" Teacher explains that unlike the particles of a solid, the particles in a liquid are free to move around one another. Teacher asks "why doesn't a liquid have a definite shape?" "Why do liquids have definite volume?" Teacher tells students to compare ice and water "What characteristics of water classify it as a liquid at room temperature?"
Teacher defines viscosity aloud as a liquid's resistance to flow. Teacher asks, "Can you think of any liquids that are viscous?" What is your definition of viscosity? How will you demonstrate high vicosity and low viscosity? You should probably explain motor oil types here: What does 5W30 and 10W40 mean? The next few activities should take care of this question..
Closure:
Students participate in a "think-pair-share" to answer the question "what liquids can you think of that are viscous (sic) ?" and teacher displays list on board. Each pair of students will hand in their "sharing" part of activity on a piece of paper as they leave the classroom. Why not have them share one suggestion to create the master list? How will you use the smart board?
Assessment:
Informal assessment and discussion. The student pairs will hand in their ideas on paper at the conclusion of class. What questions will you ask? Teacher will ask what liquids the students thought of and why? How would they explain to another how the liquids flow?
Lesson Plan
Lesson Title:
Class 4 Particles in a LiquidState Standards: GLEs/GSEs:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50minTeacher will review puzzle on solids with students in class that was assigned for homework. Students will be introduced to particles in a liquid through the reading in the text. Students partiucipate in a "Think-pair-share" activity about what liquids they can think of that are viscous, results will be shared with the class. This is not sufficient. Write a paragraph describing the lesson, including what you will be teaching and how it contributes to students' knowledge of solids. ***this lesson is on liquids???what do you mean?
Opportunities to Learn:
Depth of Knowledge:
Level 1&2 - Students learn about characteristics of liquids. Students are introduced to viscosity and will relate the term by recognizing different liquids in their everyday environment. (sic) Students will classify vicous (sic) liquids.Prerequisite Knowledge:
Students need to know the definition of viscosity and examples of liquids. How will student know what viscosity is?Students will just have learned the definition from the teacher and have had a diuscussion about it.Plans for Differentiating Instruction:
"A" group think-pair-share. "B" group whole class discussion. What is the difference. They are sixth graders. Are you already ability grouping them and giving them different opportunities to learn? If so, this is rather sad, don't you think? *Yes its sad, but this is how they do things, nothing I can change right now.Accommodations and modifications:
Answer key for solid puzzle will be provided for students so they can use it to study for the chapter test. A handout listing common liquids will be provided for students that need assistance in classifying. Auditory technology will be used to assist students will hearing impairments. Really? Does this happen in your classes? **Not really but you basically said to make it up because legally we can't know the students IEPs, I was trying to touch on all possibilities rather than saying that the resource teacher is involved in assisting student time after time. Braile will be used if needed.Environmental factors:
Cooperative learning and collaboration of peers.Materials:
Solid puzzle ditto. Smart board/chalk board.Objectives:
Students will be able to describe how the position and movement of particles in a liquid help to explain the shape and volume of the liquid.
Instruction:
Opening:
Teacher goes over solid puzzle from last class with students and answers any questions students may have about the puzzle or solids in general. What puzzle? There was not puzzle mentioned in the last lesson plan. The puzzle worksheet is in your materials list for today's lesson. How will this opening get students excited about the period? It WAS a puzzle for homework!Engagement:
Teacher asks "Do liquids have a shape of their own?" What shape do liquids take?" Teacher explains that unlike the particles of a solid, the particles in a liquid are free to move around one another. Teacher asks "why doesn't a liquid have a definite shape?" "Why do liquids have definite volume?" Teacher tells students to compare ice and water "What characteristics of water classify it as a liquid at room temperature?"Teacher defines viscosity aloud as a liquid's resistance to flow. Teacher asks, "Can you think of any liquids that are viscous?" What is your definition of viscosity? How will you demonstrate high vicosity and low viscosity? You should probably explain motor oil types here: What does 5W30 and 10W40 mean? The next few activities should take care of this question..
Closure:
Students participate in a "think-pair-share" to answer the question "what liquids can you think of that are viscous (sic) ?" and teacher displays list on board. Each pair of students will hand in their "sharing" part of activity on a piece of paper as they leave the classroom. Why not have them share one suggestion to create the master list? How will you use the smart board?Assessment:
Informal assessment and discussion. The student pairs will hand in their ideas on paper at the conclusion of class.What questions will you ask? Teacher will ask what liquids the students thought of and why? How would they explain to another how the liquids flow?
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: